Overview

Description

COURSE DETAILS:

Classes:  Thursdays: January 4th – April 5th                                               
Reading Break: Feb. 13th-18th                                                        
Time:   10:30-3:20 (except April 5th: 3:30-7:00)                               
Fieldwork dates fall between: Feb 1st & March 22nd (locations vary)
Room #s:  WMC 3513
Final Class: April 5th 3:30-7:00 (Room TBA)  
Office Hours: on request (7608)    

CANVAS course website: EDUC905 - Fieldwork IV (www.sfu.ca/canvas.html)   

The purpose of the course is to explore teaching and learning practices from a variety of perspectives, expand on practices/topics in Education 811 Field Work I and all other M.Ed. courses to date. The topics include reflective practice, narrative inquiry, identity and culture in the classroom, beliefs inform practice, language instruction, and models of best practice. Students will have the opportunity observe English language instruction in post-secondary and private ESL institutes/programs or, in some instances, public schools. Students often have an opportunity to plan and teach mini-lessons in their fieldwork placement.  Throughout the course, students are expected to take field notes and then connect these to theoretical understandings in language instruction/teaching practice with practical applications in fieldwork. Students will then use these notes to develop an “inquiry” paper.  Students’ individual inquiries will be presented in a final presentation and paper.  Note: In this course students are expected to continually look for connections between the practical fieldwork experiences and the readings/issues discussed in concurrent courses.

COURSE-LEVEL EDUCATIONAL GOALS:

Regular attendance, active participation and punctuality are expected/mandatory.  In order to earn a passing grade for the course, all assignments and consistent attendance (including fieldwork dates) must be completed.  

·       In class writing and discussions

We will be writing in each on-campus class.  Please come prepared with a reflection/fieldwork journal (a simple spiral bound notebook would suffice) and pen.  These in-class writings will be used to frame your inquiry and may be shared with classmates and/or instructor.  It is also an expectation of this course that all members prepare for and participate in small group and whole group discussions and demonstrate a professional and ethical collaborative spirit.  

·       Required Reading

There is no required textbook for the course as it is expected students will, independently or in small groups, revisit ideas and theories introduced in concurrent/previous courses and explore connections relevant to their fieldwork experiences. To augment this course, a variety of required and recommended readings will also be provided and/or referenced by instructor. You are expected to read, take notes and come to class prepared to discuss the readings.  These will form a large part of the discussions during class and therefore reading is integral to your learning in this course. Please refer to specific class outlines provided first class for article references.  

·       Inquiry Paper and Presentation (Collaborative or Individual)

Students will act as “teacher-researchers” to generate and conduct inquiries into second language instruction, incorporating theoretical understandings and fieldwork inquiries in their analyses.  A Inquiry Flow Chart (as used in 811) will also be completed to frame inquiries and shared with peers for feedback prior to completing paper. Inquiry papers will be presented both in written and oral form and will form a basis for future comprehensive examinations.  

There will be three parts to this particular assignment.

Part 1: Completion of an Inquiry Flow Chart in point-form to be shared with classmates to receive peer feedback when back on campus after Fieldwork. This also includes a one-page proposal to be shared with Host Instructor and Course Instructor.
Part 2: Completion of a comprehensive inquiry paper to be submitted at the end of the course.
Part 3: Presentation of paper/findings in an evening class where some Host Instructors, M.Ed. Instructors and all classmates will be attendance.  

·       Group Lesson

Students will work in groups of 3 to research and present teaching and learning strategies.   

·       Field Work (6 visits)

Students will observe and, when appropriate, will engage in practice teaching in post-secondary placements.  It is expected that students will keep a Field Work Journal and will document observations and reflections from their practice teaching experiences. In these journals students should explore specific questions that will be generated on campus and evolve out of previous questions and observations. Please note: journals will be submitted to instructor with final paper.  

·       Midterm Reflection

Students will write a 3-4 page (12 times font, double spaced) mid-point analysis of their field experience and email this to the Instructor. Students will also post this assignment to the 905 DC site and write a response to one of their classmates’ reflective papers. Students may use this writing as a basis for the final paper as well as an opportunity to raise issues and questions regarding fieldwork experiences.  

Final Evaluation:  

All assignments must be completed and all 6 Field Work days must be completed without complications to be eligible for a satisfactory grade.  Students are expected to demonstrate sufficient ‘readiness’ for comprehensive examinations in the coming semester as reflected in the quality of written submissions and class participation.  Attendance to all on campus classes and fieldwork days are mandatory.  

Grading